COURSE 101-OLA
SPRING 2015
ANDERSON UNIVERSITY
I. COURSE
INFORMATION
Course Title and Section
Credit Hours:
Course Description:
Prerequisites:
About the Course: This is a fully online course, starting on ____ and ending on ____ The due dates for
assignments, papers, and discussions will be posted on Moodle, so make sure to check in and participate
in our course site regularly (define what regular means to you – your expectations).
II. INSTRUCTOR
INFORMATION
Name
Title & Department
Telephone:
Office Hours/Best Time to Contact:
Office Location:
Email:
III. REQUIRED
MATERIALS
Textbook:
Software:
Additional Materials:
Students should have a reliable computer and Internet in order to access course
materials and complete assignments. Since this course is web-based, there are
some expectations as to technical skills, which include uploading, downloading,
and general computer skills. Instructors may require additional software or
hardware.
In college classes, there is a general expectation that learners will need to spend
two hours out of class for every hour in the classroom. Therefore, in an online
16-week class, you should expect to work on your course for a minimum of 9
hours each week. For an online 8-week class, you should expect to work on
your course for a minimum of 18 hours each week.
In your online and blended courses, you are expected to be an active participant
in the course. Even though you may not see your classmates and instructor, AU
online and blended courses are designed to include discussion and other forms
of collaboration and communication. You should be willing and ready to
regularly communicate with classmates and instructors online. You will
participate in weekly activities in your courses. You will need to log into your
course and check your official Anderson University email account daily. Doing
so will allow you to view announcements, participate in class activities,
assignments, online discussions, and complete assessments. You are expected to
complete all assignments, quizzes, tests, and any other activities by the due date.
Technology
Expectations:
Online Time
Expectation:
Learner
Expectations:
Do not hesitate to ask questions. You are strongly encouraged to contact your
instructor if you have course related questions regarding course concepts,
assignments, and feedback provided to you. It is recommended that you contact
your instructor using the LMS well in advance of the due date. Also, your
instructors have set aside specific times to be available for phone conferences or
chat sessions if you need additional course-related support. When you email
questions one of your instructors refer to the course syllabus to view their policy
on response time.
Click on the “Getting Started” link in your course.
GETTING
STARTED:
Instructions should make it clear to Learners how to get started and where to
find various course components.
IV. COURSE
PURPOSE, GOALS,
AND OUTCOMES
COURSE PURPOSE:
GOALS (Overarching and Ancillary):
See Appendix A for additional course information
IDEA Student
Learning Outcomes:
Provide a broad overview of key concepts students will explore and examine as well as skills that
student will develop or strengthen in the course.
V. CONTENT
OUTLINE AND
METHODS OF
INSTRUCTION
This section lists an
overview of course topics/
list major topics and
assignments.
VI. METHODS OF
ASSESSING
ACHIEVEMENT OF
LEARNING
OUTCOMES
Describe the types of activities and methods that will be used to engage students in the course.
Describe the methods you intend to use in this course to engage learners in the course (e.g.,
discussion forums, videos, readings, papers, and/or eLearning materials, etc.)
Describe the graded projects you intend to use in this course and develop a rubric for major
projects. Note the learning outcome/goal associated with each graded assessment.
Instructions on how learners will meet assessment expectations should be clear. Rubrics help
detail the specific expectations of each assessment.
Assessments should build upon one another, e.g. drafts. Also consider a variety of assessments
such as PBL, projects, case studies, or simulations, etc.
Discussion Forum Rubric Example
Points
Quality of Post
10
Appropriate responses:
Thoughtful, reflective, and
respectful of others' postings.
7
Appropriate responses
and responds respectfully
to others' postings
3
Responds, but with
minimum effort (e.g.,
begins with "I think ...”,
has little substance or
posts comments such as
"I agree with Mary”).
0
No posting.
Relevance of Post
Posts topics/responses related
to discussion topic/prompts;
promotes further thought and
discussion of topic.
Posts topics/responses
that are related to the
discussion/prompts.
Posts topics/responses
that related to the
discussion/prompts;
makes irrelevant remarks
No posting.
Contribution to
the Learning
Community
Aware of needs of
community; attempts to
enrich the group discussion;
presents creative approaches
to topic.
Attempts to direct the
discussion and to present
relevant viewpoints for
consideration by group;
interacts freely.
Does not make effort to
participate in learning
community as it
develops
No feedback
provided to
fellow
Learners
VII. STUDENT FEEDBACK AND GRADING POLICIES AND PROCEDURES
Include grading scale
Include late policy
STUDENT
FEEDBACK
Suggested statements for student feedback
Students can expect the instructor to respond to emails with 24 hours. Students
can expect the instructor to grade an assignment, at times provide feedback
comments, and update the Moodle gradebook within 7-10 days after the due
date (depends upon scope and nature of the assignment as well as length of
course). Students can access grades by logging into Moodle (located in the
online course on the left control panel).
VIII. COMPUTER AND INFORMATION TECHNOLOGY USAGE
University Email: All students are assigned and expected to maintain an e-mail address on the
Anderson University e-mail system. Learners are expected to check their e-mail several times
each week in an online course. Students are responsible for all material, assignments, and
announcements sent by e-mail. Ignorance of course requirements, instructor statements and
directions, and University announcements or policy statements sent through University e-mail is
not an acceptable excuse
Technical Support
If you encounter technical support issues (e.g., LMS is unavailable, username and password are not
working), you should immediately contact the IT Help Desk. In your communication with the IT
Department, be sure to describe the nature of your problem with as much detail as possible so they can
provide the best possible assistance. You are encouraged to first contact the IT Help Desk using the webbased support system listed below. If you are unable to login to the system, you can reach them via phone.
Help Desk Website: https://helpdesk.andersonuniversity.edu
Help Desk Phone: (864) 231-2859
Course Related Support
If you encounter problems in your online or blended course are beyond technical problems, contact the
Center for Innovation and Digital Learning (CIDL). The CIDL manages online and blended learning at
AU. The following issues are valid reasons to immediately contact the CIDL:
 An online exam or assignment is supposed to be open or made available and it is not (contact the
instructor first)
 Instructor fails to respond to student questions more than 4 days.
 Instructor has not provided any grades or feedback 2+ weeks past the submission deadline.
 The instructor is not participating in the course at all.
CIDL Website: http://aumobile.andersonuniversity.edu/CIDL
CIDL Phone: (864) 231-2199
IX. COURSE POLICIES
Academic Dishonesty: Students at Anderson University are expected to conduct themselves
with integrity and to be honest and forthright in their academic endeavors. The University
faculty’s expectations define the following areas that would violate Academic Honesty:
plagiarism, fabrication, cheating, and academic misconduct. The policy, process, and penalties,
for academic dishonesty are described in the University Catalog. (.285,). See a more detailed
description of this issue in the Student Handbook, (42-45) located at
http://www.andersonuniversity.edu/campus/student-handbook.
Statement on Disabilities and Academic Adjustments
If you have a disability that may interfere with your learning, testing, or assignment completion
in this course, you may be eligible to receive an academic adjustment to help provide you with
an equal opportunity to participate in and benefit from this course. Please contact the staff of the
Center for Student Success (http://www.andersonuniversity.edu/student-success) who will advise
you on appropriate documentation, determine reasonable adjustments, and notify me of any
adjustments for which you are eligible. Once you have been approved for an academic
adjustment through the Center for Student Success, please discuss with me its appropriate
implementation in this course. Documentation must meet the guidelines specified by university
policy, and no one else can be notified of your disability or adjustment without your written
consent. This process must be repeated for every semester you are enrolled at Anderson
University and wish to receive an adjustment. Changes cannot be made to grades earned before
a student has requested an adjustment, so please attend to this early in the semester.
X. LEARNING FACILITIES AND RESOURCES AVAILABLE
Thrift Library
Monday through Thursday - 7:45 a.m. to midnight; Friday - 7:45 a.m.to 5:00 p.m; Saturday 11:00 a.m.to 5:00 p.m; and Sunday - 3:00 p.m to midnight (Closed on all university holidays.)
(http://www.andersonuniversity.edu/library)
Computer Labs located in Vandiver (first floor) and Bunton (Thrift Library basement)
The Writing Center
Located in Watkins 140, the Writing Center offers drop-in and appointment-based tutoring for all
your writing needs. Drop in hours are Monday through Thursday from 4:00-8:00 PM. Schedule
an appointment for a 30-minute session, Monday-Friday, with a tutor by visiting
https://anderson.mywconline.com.
The Center for Student Success is located in Student Center, adjacent to post office, under the
green awning. The Center provides support for academic assistance, tutoring services, as well as
study skills seminars. Call 864-328-1420 to contact the Center or visit their website at
http://www.andersonuniversity.edu/student-success.
Appendix A: Sample Course Purpose, Goals, and Outcomes
COURSE PURPOSE, GOALS, AND OUTCOMES
Purpose: The purpose of the Leadership course is to guide Learners on an intellectual journey
into leadership. This journey is designed to stimulate Learners’ thinking about leaders and the
leadership process, a journey whose purpose is to expand Learners’ understanding of this very
complex phenomenon. Through this study, Learners should develop a better understanding of
how to be an effective leader and how to apply leadership theories and concepts to
develop/enhance their leadership skills.
Goals:
1. Develop business knowledge
2. Apply business knowledge
3. Integrate biblical principles
IDEA Student Learning Outcomes:
1. Learn fundamental principles, generalizations, or theories.
2. Learn to apply course material.
3. Develop specific skills, competencies, and points of view needed by professionals in the
field most closely related to this course.
4. Develop skills in expressing oneself in writing
5. Learn to analyze and critically evaluate ideas, arguments, and points of view.
Module Learning Outcomes:
 Compare traditional theories and concepts of leadership, as well as emerging leadership
philosophies.
 Analyze the intricacies of the leader-follower relationship.
 Examine the power and influence leaders can and should have over others.
 Analyze skills that can contribute to effective leadership.
 Explain the various leadership behaviors/styles.
 Determine the effects of leadership decisions, positive and negative
 Complete a self-assessment of leadership capabilities.
 Evaluate real-world leadership situations.
 Discuss the appropriate skills and behaviors that contribute to achieving effective
leadership.
 Practice moral and ethical leadership.
 Explain servant leadership.
 Apply lessons from Jesus’ leadership style to become a more effective leader.